Developing Lesson Plans

L/O/G/O

what is a lesson plan?

It's a step-by-step guide that outlines the

teacher's objectives for what the students
will accomplish that day. Creating a lesson
plan involves setting goals, developing
activities, and determining the materials that
will be used.

lesson plan information

about:
learning
objectives
instructional
materials
learning
activities
learning
materials
assessment
procedures

basic stages in planning

a lesson

1
describing identity parts
of a lesson
Describing identity
2
parts of the lesson

4
Identifying learning
resources

developing instructional
objectives/learning outcomes

5
Identifying strategies of
instruction

3
describing instructional
materials

6
developing learning
activities
7
utilizing learning media
8
determining asessment
procedures

1
describing identity part of a
lesson

Name of School
Subject
Grade/Semester
Text Type
Topic
Skill
Time allocation

Example of
identitiy part of a lesson
School
: SMP 3 Malang
Grade/ Semester: VII/ 2
Subject
: English
Text Type
: Transactional and
s
d
e
e
interpersonal dialogues
n
r
u
o
Topic
: Expressing likes and
dislikes
y
o
t
t
Skill
: Speaking
p
a
d
Time Allocation : 2 X 45 aminutes

2
developing instructional
objectives/learning outcomes

objectives

developed from documents e.g.

catalogue

example

Objectives
Students are able to express meaning in
transactional and interpersonal dialogues
to interact with their environment.

How can we formulate

obkectives/learning
outcomess? What verbs
should we select?

Consult

measurable operational verbs

for developing indicators for
language learning

Language Learning Taxonomy

(Valette and Disick,1976)

&
operational verbs
(Bloom, 1956)

Are you confused about

learning taxonomy?

DOMAINS OF LEARNING
(http://explorable.com/domains-of-learning.html)

The Three Levels of the Mind

Learning is everywhere. We can learn mental skills,
develop our attitudes and acquire new physical skills
as we perform the activities of our daily living. These
domains of learning can be categorized as cognitive
domain (knowledge), psychomotor domain (skills) and
affective domain (attitudes). This categorization is best
explained by the Taxonomy of Learning Domains
formulated by a group of researchers led by Benjamin
Bloom in 1956.

http://www.nwlink.com/~donclark/hrd/bloom.html

mental skills (Knowledge)

Cognitive

COGNITIVE DOMAIN

COGNITIVE DOMAIN

Revised by Lorin Anderson

( a student of Bloom)

Affective

growth in feelings or emotional areas

(Attitude)

manual or physical skills (Skills)

Psychomotor

How does Blooms Taxonomy apply

to Language teaching?
In the second language learning context,
learners must engage in a lot of knowledge
and comprehension in their beginning
stages of SL learning. As learners become
more competent, activities should focus
more on higher levels of thinking which are
always more interesting to learners!

ample learning outcomes

http://www.ndna.org/Approved
%20Verb%20List.pdf

stage 3
describing instructional materials

L/O/G/O

 text types
language functions or genres

text types

spoken texts

interpersonal & transactional

conversations

transactional conversations
In a complete cycle of communication
there are a speaker, listener, and under
standing. When communication has
been completed (transacted), there
should be an equal balance between
the parties.
they send and receive messages back
and forth

spoken conversations,
(written) online conversations

hesitancies
backtracking
interruptions

hesitancy
Use of fillers, such as um, uh, er, you
know, like, again, okay, right, aha, ah,
oops, ugh, wow.
Fillers do not necessarily indicate a lack of
knowledge, but are usually vocal pauses
inserted while retrieving knowledge.

Doctor: Are you sleeping well?

Patient: No, not at all.
Doctor: Hmm. That could be the problem.

backtracking
Giving back to the person the information
you are receiving.
This lets the person know that you were
listening and that you understand without
judgment.
A: You have to sign in
B: Ok, yes, I have to sign in

interruption
A: It's just - hmmm
It's just to say that the one who speaks
it's just that you - you
B: But you have to speak very slowly,
right?

stage 4
Identifying learning resources

L/O/G/O

Learning resources
Printed copies of Chapter 3 of Lands
End by Tania Murray Li.
Printed copies of additional primary
sources at the teachers discretion.
Worksheet to help students record details
from their primary sources.

stage 5
Identifying strategies of
instruction

L/O/G/O

 Begin the class with a short review of the

previous lesson.
Provide models.
Guide students practice.

stage 6
developing learning activities

L/O/G/O

 Launch a discussion with students about . .. . .

Assign students to work on . . . .
Ask students, in groups, to read selected portions of their chosen
sources
After students have read some of the language of the people who
were interviewed, teacher ask them what assumptions they might
make about those people.

stage 7
utilizing learning media

L/O/G/O

- Chalkboard
- Powerpoint
- Records
- Etc.

stage 8
determining asessment
procedures
L/O/G/O

Teacher assesses the final

outcome of the lesson and to
what extent the learning
objectives were achieved.

quizzes,
tests,
independently performed worksheets,
hands-on experiments,
oral discussion,
question-and-answer sessions,
other concrete means.

Assessment activity is
directly and explicitly tied to
the stated learning objectives.